Date of Award/Publication
12-2012
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
Abstract
This research asked, “how does technology, as a teacher assistive differentiation tool, increase students high frequency word recognition?” Research was conducted in Greenville, New York with a group of nine first grade students all classified with a disability. Students were placed in either an iPad or flash card group. Quantitative and qualitative data was collected through questionnaires/interviews, student observations, and assessment. Findings revealed that both the groups increased their word recognition; however, the iPad group revealed a greater percentage increase when compared to the flash card group. The data implies there is a correlation among students with disabilities and using technology to increase word recognition. Teachers must use available resources to reach students individual needs and learning styles.
Recommended Citation
McLaughlin, Shannon, "Using Technology as a Teacher Differentiation Tool to Increase Students' High Frequency Word Recognition" (2012). Education Masters. Paper 244.
https://fisherpub.sjf.edu/education_ETD_masters/244
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.